BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP

Size: px

Start display at page:

Download "BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP"

Diane Stokes
6 years ago
Views:

1 Teacher: Kristine Crandall TARGET DATES First 4 weeks of the trimester COURSE: Music - Beginning Instrumental ESSENTIAL QUESTIONS How can we improve our individual music skills on our instrument? What types of appeal to various students? How is the sound of a ensemble achieved? How would performance, rehearsal, and preparation vary for a small group of musicians in an ensemble verses a large groups? NOTE: This curriculum map applies to all beginning instrumental classes. Not all skills listed will apply to each instrument. CONCEPTS/CONTENT (Outcomes) Playing alone and with others music from various genres and diverse LEARNING TARGETS/SKILLS (Performance Tasks) SWBAT: Properly assemble and/or identify the various parts of their Demonstrate proper care and/or maintenance of their Identify and play the following note and rest values while maintaining a steady beat: whole, half, quarter, eighth Identify and play articulations and symbols as they occur in the STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES INTERVENTIONS: Observation Formative Oral and Written Assessments Individually assessed using the Instrumental Performance Rubric Group performances Varied from various available resources Acoustic Electronic Music Computer software Tiering of Content Materials Music Computer Software Online Music Resources Peer Help

2 Reading and notating music Understanding the relationships among music, the arts, and other disciplines outside the arts. relation to history and culture Demonstrate the basic embouchure, posture, and hand/stick/mallet position appropriate for characteristic tone production on their Play notated music at grade level 1-2 on a scale of 1-6 Respond to basic conductor's cues (e.g. Tempo and dynamics) Playing together as an ensemble (e.g. tempo and balance Explain the function of the following time signatures: 4/4, 3/4,2/4, 6/8, cut time Explain and apply the terms encountered in the Identify steps, skips, and repeated notes Recognize and apply the relationship between rhythm and mathematics as it occurs in the Describe and apply the physical factors essential to playing/singing within the (e.g. Posture, breathing, fingerings, bowings, vocal placement) Identify the composers of the works being sung/played CONCEPT 5 Recorded performances Self and peer assessment Summative Oral and Written Assessments Online Music Resources Various recording devices. Piano or other accompaniment. Recordings Various Device Apps Various Device Apps ENRICHMENT: Tiering of Content Materials Music Computer Software Online Music Resources Various Device Apps Higher Grade Level Activities

3 Play/Sing a varied of music utilizing appropriate stylistic elements reflective of history and culture Identify the composers of the works being sung/played relation to self and universal themes Listening to, analyzing, and describing music Evaluating music and music performance Identify and explain music preferences (I like it because ) Listen to music from various and genres Identify /voices by family/voice type Show respect for personal work and the work of others through appropriate critique CONCEPT 3 Second 4 weeks of the trimester (Maintain 1st four weeks essential questions, concepts, and skills) How do people perceive and respond to rhythm? How do people organize and react to pitch? How have individuals benefited from group musical experiences? Singing alone and with others music from various genres and diverse Playing alone and with others music from various genres and diverse Sing rhythmic patterns of different meters Play solo and ensemble literature on grade level 1-2 on a scale of 1-6

4 How have people and produced and manipulated sound to express their thoughts and feelings? Playing alone and with others music from various genres and diverse Playing alone and with others music from various genres and diverse Identify and play the following note and rest values while maintaining a steady beat: whole, half, quarter, eighth, dotted half, dotted quarter Identify and play articulations and symbols as they occur in the Play notated music at grade level 1-2 on a scale of 1-6 Play a varied from different genres at appropriate level Respond to basic conductor's cues (e.g.tempo and dynamics) Playing together as an ensemble (e.g. tempo and balance Move in a synchronized manner with music (e.g. hand clapping, foot tapping, marching Additionally for percussionists: Play the appropriate percussion rudiments (e.g. long, 5- stroke,7-stroke rolls, paradiddles, flams)

5 Composing and arranging music Reading and notating music Understanding the relationships among music, the arts, and other disciplines outside the arts. Create short compositions for their own instrument or on a device, a minimum of 2 measures within teacher specified guidelines Explain the function of the following time signatures: 4/4, 3/4,2/4, 6/8, cut time Explain and apply the terms encountered in the Identify steps, skips, and repeated notes Describe and play simple musical forms as Recognize composers' motivations for creating the music being performed by the students Recognize and apply the relationship between rhythm and mathematics as it occurs in the Recognize the connections between music and other content areas as encountered in the Describe and apply the physical factors essential to playing/singing within the (e.g. Posture, breathing, fingerings, bowings, CONCEPT 4 CONCEPT 5

6 vocal placement) relation to history and culture relation to self and universal themes Listening to, analyzing, and describing music Play/Sing a varied of music utilizing appropriate stylistic elements reflective of history and culture Identify the composers of the works being sung/played Identify and explain music preferences (I like it because ) Listen to music from various and genres Identify /voices by family/voice type Identify the elements of music in the Identify their role (e.g. melody, harmony, accompaniment, foreground/background) within the texture of the ensemble Identify the expressive qualities (e.g. Dynamics, tempo, phrasing, vibrato) of music Listen to musical examples with sustained attention CONCEPT 3

7 Evaluating music and music performance Show respect for personal work and the work of others through appropriate critique Third 4 weeks of the trimester (Maintain 1st and 2nd four weeks essential questions, concepts, and skills) Quality versus quantity, how can students improve the overall quantity of their musical performance through musical literature? How does music reflect history, sociology, and culture? What does our music tell about us? How does a composer s life influence his/her music? Singing alone and with others music from various genres and diverse Playing alone and with others music from various genres and diverse Sing their own instrumental parts with the ensemble Play solo and ensemble literature on grade level 1-2 on a scale of 1-6 Identify and play the following note and rest values while maintaining a steady beat: whole, half, quarter, eighth, dotted half, dotted quarter Play the Concert Bb F, and Eb major scales one octave on wind and mallet percussion Identify and play articulations and symbols as they occur in the

8 Play on pitch, in rhythm, with appropriate articulation, dynamics, and tempo Play notated music at grade level 1-2 on a scale of 1-6 Play accurately and with good breath control, tone quality, and technique at grade level 1-2 on a scale of 1-6 Play a varied from different genres at appropriate level Respond to basic conductor's cues (e.g. Tempo and dynamics) Play independent parts while other play contrasting parts within an ensemble at grade level 1-2 on a scale of 1-6 Playing together as an ensemble (e.g. tempo and balance Move in a synchronized manner with music (e.g. hand clapping, foot tapping, marching Additionally for percussionists: Play the appropriate percussion rudiments (e.g. long, 5- stroke,7-stroke rolls, paradiddles, flams)

9 Improvising rhythms, melodies, variations, and accompaniments Composing and arranging music Reading and notating music Play improvised melodies for a minimum of 4 measures within teacher specified guidelines (e.g. using a limited pitch set) Identify how changing compositional elements of music (e.g. dynamics, tone color, tempo) can change the style and experience of the music Create short compositions for their own instrument or on a device, a minimum of 2 measures within teacher specified guidelines Identify the key of their instrument in relation to concert pitch Explain the function of the following time signatures: 4/4, 3/4,2/4, 6/8, cut time Explain and apply the terms encountered in the Play expressively, on pitch and in rhythm, dynamics, phrasing, and tempo markings Use appropriate terminology to describe and explain music CONCEPT 3 CONCEPT 4 CONCEPT 5

10 Understanding the relationships among music, the arts, and other disciplines outside the arts. relation to history and culture relation to self and universal themes Listening to, analyzing, and describing music Explain the function of the key signatures and accidentals Describe and play simple musical forms as Recognize and apply the relationship between rhythm and mathematics as it occurs in the Recognize the connections between music and other content areas as encountered in the Play a varied of music utilizing appropriate stylistic elements reflective of history and culture Identify the composers of the works being sung/played Explain their musical preference for specific musical works and styles Identify and explain music preferences (I like it because ) Listen to music from various and genres Identify the elements of music in the Identify their role (e.g. melody, harmony, accompaniment, foreground/background) within the texture of the ensemble CONCEPT 3

11 Evaluating music and music performance Identify whether an instrument/voice is in tune by listening to a pitch reference Identify the expressive qualities (ie. Dynamics, tempo, phrasing, vibrato) of music Listen to musical examples with sustained attention Identify the characteristics that evoke a temperament or mood in a piece of music Use a teacher specified criteria to evaluate a musical performance Show respect for personal work and the work of others through appropriate critique Evaluate the effect of audience and performers' behavior on the performance Reflect on the experience(s) of their performance and the performance of others

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with